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What is Multiple Intelligences

Chapter 13
Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities
The theory of multiple intelligences is a model of conception of the mind. It was proposed in 1983 by the US psychologist Howard Gardner who later taught at Harvard University. In this model, intelligence is not a unitary set of different specific capacities but is rather like a network of interrelated autonomous sets. Gardner proposed that for the development of life one needs more than one type of intelligence.
Published in Chapter:
Multiple Intelligences Analysis and Emotional Implications in STEM Education for Students up to K-12
Esperanza Rosiña (University of Extremadura, Spain), M. Luisa Bermejo (University of Extremadura, Spain), Miriam del Barco (University of Extremadura, Spain), Florentina Cañada (University of Extremadura, Spain), and Jesus Sanchez-Martin (University of Extremadura, Spain)
Copyright: © 2020 |Pages: 20
DOI: 10.4018/978-1-7998-0249-5.ch013
Abstract
This chapter investigates whether there is a relationship between emotional management and the prevailing intelligence profile of a sample of pupils in the last year of primary education and two years of lower secondary education with respect to their learning in STEM subjects. A questionnaire was designed to collect information on multiple intelligences and the emotional factor. The sample comprised 143 pupils from the 6th of primary education and 2nd and 4th of secondary education classes in a state school. It was found that the pupils with a predominantly logical-mathematical and/or visual-spatial intelligence also scored better on the items related to the emotional and adaptation factor in science classes.
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Chapter 9
A “Bottega Didattica” for an Inclusive School
Human beings are not provided of a specific general degree of intelligence, but exist different relatively independent types of intelligence between them, logical-mathematical, kinesthetic, linguistic, spatial, musical, interpersonal, intrapersonal, naturalistic, existential.
Published in Chapter: A “Bottega Didattica” for an Inclusive School; From: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
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Chapter 13
The Integrated Readiness Matrix: A New Model for Integrating Pedagogy and Technology into Higher Education Faculty Development
In recent years, other views of intelligence have emerged including the perspective that there are several kinds of “intelligence”, and that the most successful teachers are those who attempt to reach all students by adapting their lessons to various types of intelligences exhibited in their classrooms.
Published in Chapter: The Integrated Readiness Matrix: A New Model for Integrating Pedagogy and Technology into Higher Education Faculty Development; From: Encyclopedia of E-Leadership, Counseling and Training
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Chapter 2
Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom
The theory of multiple intelligences as proposed by Howard Gardner (1983) differentiates human intelligence into specific modalities, rather than seeing intelligence as a single general ability. In the classroom setting, it offers ways in which the learning processes and subsequent product assessments have the potential of capturing the full range of abilities and talents that students have.
Published in Chapter: Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom; From: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
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Chapter 2
Enhancing 21st Century Learning Using Digital Learning Objects and Multiple Intelligence Theory: A Conceptual Model
A theory that illustrates the capacity of individuals to develop and apply skills can occur in different ways and are represented differently in each individual. It acknowledges that all forms of intelligence given equal recognition to allow an individual to fully contribute and participate in meaningful learning.
Published in Chapter: Enhancing 21st Century Learning Using Digital Learning Objects and Multiple Intelligence Theory: A Conceptual Model; From: Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities
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Chapter 18
The Instructional Context of Critical Thinking Development in Early Childhood Education: Theoretical and Curriculum Perspectives
Multiple intelligences is defined as a theory created by Gardner, who posited there are numerous intelligences that individuals may possess. These include: interpersonal, intrapersonal, bodily-kinesthetic, linguistic, logical-mathematical, naturalistic, spatial, and musical.
Published in Chapter: The Instructional Context of Critical Thinking Development in Early Childhood Education: Theoretical and Curriculum Perspectives; From: Handbook of Research on Critical Thinking and Teacher Education Pedagogy
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Chapter 19
The Smart “Mitato”: A Holistic Approach to Creative Development Through Educational Robotics
Human intelligence is not described as a single general ability, but is divided in concrete ‘modalities’. Gardner proposed eight intelligence modalities (Musical-rhythmic and harmonic, Visual-spatial, Verbal-linguistic, Logical-mathematical, Bodily-kinesthetic, Interpersonal, Intrapersonal, Naturalistic).
Published in Chapter: The Smart “Mitato”: A Holistic Approach to Creative Development Through Educational Robotics; From: Handbook of Research on Using Educational Robotics to Facilitate Student Learning
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Chapter 8
Geolocation for the Improvement of Spatial and Naturalist Intelligence in Primary Education
The theory of Multiple Intelligences, developed by Dr. Howard Gardner, psychologist, researcher, and professor at Harvard University, is based on the fact that all people possess at least eight forms of intelligence, and these can be developed through stimulation.
Published in Chapter: Geolocation for the Improvement of Spatial and Naturalist Intelligence in Primary Education; From: Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities
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Chapter 3
Humans Need Not Apply: Artificial Intelligence, Robotics, Machine Learning, and the Future of Work
This describes the variety of ways people learn and acquire information. Proponents of the idea believe that single measures of intelligence, such as the Intelligent Quotient (IQ), are too narrow to account for the variety of ways people learn.
Published in Chapter: Humans Need Not Apply: Artificial Intelligence, Robotics, Machine Learning, and the Future of Work; From: Anywhere Working and the Future of Work
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Chapter 3
Multiple Intelligences and Digital Learning Game Design: How to Consider the Intelligences of Players?
A theory that views humans’ intelligence to be multi-dimensional and defined as abilities to solve problems or create products deemed valuable in one or more cultural settings.
Published in Chapter: Multiple Intelligences and Digital Learning Game Design: How to Consider the Intelligences of Players?; From: Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities
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Chapter 11
Blockchaining Corporate Education
Proposed by Howard Gardner in 1983 in his book 'Frames of Mind: The Theory of Multiple Intelligences' it differentiates human intelligence into eight modalities (unlike a singular unit): visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic. It offers a unique view of how students learn and based upon them teachers can help them adjusting their learning styles.
Published in Chapter: Blockchaining Corporate Education; From: Blockchain Technology Applications in Education
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Chapter 5
A New Normal Multigenerational Leadership Model for Leaders in the COVID Era
Recognition of different types of intelligence such as social intelligence, emotional intelligence, ethical intelligence, spiritual intelligence, collaboration intelligence, and artificial intelligence.
Published in Chapter: A New Normal Multigenerational Leadership Model for Leaders in the COVID Era; From: Multidisciplinary Approach to Diversity and Inclusion in the COVID-19-Era Workplace
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Chapter 196
Learning Styles and Multiple Intelligences
A theory developed by Howard Gardner stating that every individual has a different set of developed intelligences or “languages” that one speaks, cutting through cultural, educational, and ability differences.
Published in Chapter: Learning Styles and Multiple Intelligences; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 35
Acquiring Problem-Solving Skills Through Coding Games in Primary School
Different ways students learn and acquire information. These multiple intelligences range from the use of words, numbers, pictures and music, to the importance of social interactions, introspection, physical movement and being in tune with nature.
Published in Chapter: Acquiring Problem-Solving Skills Through Coding Games in Primary School; From: Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning
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Chapter 12
How Emotional Intelligence and Consciousness (Mindfulness) in Education Can Provide a New Character and Orientation to the Nation
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Chapter 22
The Beam Analysis Tool (BAT)
A theory that suggests there are a number of distinct forms of intelligence that each individual possesses in varying degrees. The seven primary forms are: linguistic, musical, logical-mathematical, spatial, body-kinaesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).
Published in Chapter: The Beam Analysis Tool (BAT); From: Encyclopedia of Distance Learning, Second Edition
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Chapter 249
Literacy Learning and Assessment for the Digital Age
Howard Gardner posited a theory of multiple intelligences that offered an expanded definition of what constitutes traditionally held ideas about intelligence. These categories introduced educators to a more holistic approach to understanding the styles, strengths, and capacities of their students to learn. Broader constructs about the many facets that comprise intelligence provide an environment of teachers and student the compassion and understanding to encourage them to contribute their understanding in a variety of valuable ways. Gardner proposed nine different types of intelligence: Logical Mathematical, Visual/Spatial, Musical/Rhythmic, Bodily/Kinesthetic, Naturalist, Intrapersonal, Interpersonal, Existential ( Gardner, 1999 )
Published in Chapter: Literacy Learning and Assessment for the Digital Age; From: Encyclopedia of Information Science and Technology, Third Edition
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Chapter 2
Reflections on Instructional Design Guidelines From the MOOCification of Distance Education: A Case Study of a Course on Design for All
The theory of multiple intelligences differentiates human intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single.
Published in Chapter: Reflections on Instructional Design Guidelines From the MOOCification of Distance Education: A Case Study of a Course on Design for All; From: UXD and UCD Approaches for Accessible Education
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Chapter 13
ILLs for ELLs: Using an Interactive Notebook Strategy to Foster Success for English Language Learners
A view of intelligence that emphasizes a variety of abilities, some more prominent than others, which lead to success for learners.
Published in Chapter: ILLs for ELLs: Using an Interactive Notebook Strategy to Foster Success for English Language Learners; From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
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